Higher Education Instructors’ Self-Assessment of Implementation of Flexible Learning Guidelines

Abstract

This descriptive quantitative study discusses the instructors’ implementation of the flexible learning guidelines during the pandemic as perceived in their self-assessment results. Assessing how the instructors dealt with the flexible learning modality will lead to better curricular planning and implementation in higher education in the new normal. Using a survey rating scale and checklist, the respondents rated their own implementation of the flexible guidelines. A self-assessment process can facilitate curricular and instructional improvements on the part of the instructor, upgrading the professional stance of these teachers and achieving the standard guidelines set along the way. Results showed that the instructors are Always implementing the flexible learning guidelines specifically on the general guidelines, requirements and qualifications for flexible learning, implementing policies and procedures on facilitating online teaching, social-emotional learning, rules and discipline, teacher organization and communication, assessment, support services, and adherence to data privacy. Yet, the instructors had a lower rating on assessment which means a need for support on online assessment. Also, the instructors expressed their concerns on the LMS, virtual synchronous platform, access and connectivity, students’ concerns, and general concerns on teachers’ coursework and online learning. It is recommended to conduct impact studies on flexible learning and to provide further professional development sessions to enrich the curriculum and instruction needs of instructors.